Here is some information regarding strategies for the SIOP Lesson plan model!
Mnemonics
-A memory system to help students remember how to spell challenging words
-Example: BECAUSE – Big Elephants Can Always Understand Small Elephants
SQP2RS
Instructional framework for teaching content with difficult texts. Have students complete the following steps:
-Survey – students preview texts. They are given approximately one minute to scan the text and look for key concepts they think they will learn.
-Question – In groups, students will generate questions they think the reading will answer.
-Predict: in groups, or as a class, predict key concepts.
-Read – Read the article. While reading, students will look for answers to above questions.
-Respond – Answer the questions
-Summarize – can be done in multiple ways both orally and in writing. You can also add vocabulary, if you think it’s necessary. Download a full color poster set for SQP2RS here.
GIST
Summarization procedure. IT helps students make sure they “get the gist” of the martial. Acronym for Generating Interactions between Schemata and Text.
-Together students and teacher read a section of text
-After reading, individually or in groups chose the most important words or concepts.
-Write a few sentences, without the text, using as many of the important words and concepts as possible.
-Move onto the next section of reading, repeat steps
-After completing the entire reading, write a topic sentence to precede the summary sentence. You can also make into a summary paragraph.
Rehearsal Strategies
-Verbatim recall of information.
-Examples are flashcards and visual aids
-Graphic organizers
-Representation of key concepts and vocabulary visually
-Comprehension strategies
-Prediction, self-questioning, monitoring, determining importance, and summarizing.
Verbal Scaffolding Activities
-Paraphrasing
-restating a student’s response in order to model correction English usage
Using Think Alouds
-Models of how effective strategy user think and monitor their understandings
-“When I am preparing to read a chapter or article, I ask myself ‘What is the main concept I am supposed to learn here?’”
Reinforcing Contextual Definitions
Example: “Aborigines, the people native to Australia, were being forced from their homes.” The phrase, “The people native to Australia” provides a definition of the word Aborigines within the context of the sentence.
Providing correction pronunciation by repeating students’ response
-By enunciating carefully and clearly, students have another opportunity to hear words said correctly.
A Revision of Bloom's Taxonomy of Educational Objectives
Reminder (Knowledge)
Recognizing
Recalling
Understand (Comprehension)
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
Apply (application)
Executing
Implementing
Evaluate (Evaluation)
Checking
Critiquing
Create (Synthesis)
Generating
Planning
Producing
To download a template to help you write Higher Order Thinking Skills (HOTS) questions, click below.
Talking Drawings
The teacher will have a worksheet or blank pieces of paper for the students to draw on laid out and ready before class beings. After the sheets have been passed out, he or she will explain to the class that they are to draw about the topic. They are to draw what it looks like, how and why it happens and what happens to the environment aftermath, Students are to work on their own and create their own drawings. The teacher should make sure that the students understand that the quality of their pictures do not have to be outstanding and full of detail, but they must be able to explain what they have drawn. After reading about the subject, the students are to draw another picture about it, making sure to include all of the same criteria as before and this time correcting or adding to what they learned. Then, the students will write a short reflection about the differences between their drawings. Afterwards, they will share their drawings with the class just as they did before and explain how they changed their pictures.
SPAWN (Special Powers, Problem Solving, Alternative Viewpoints, What if, Next)
The teacher selects an article for the class to read on the subject that is being taught. The students read the article on their own once they receive a copy of it. Once they are all done reading, the teacher breaks up the class into small groups and give each group a worksheet. He or she then explains what they are to do and gives the class a few minutes to work on them. After the sheets are all filled out, the groups share what they have written with the class and have a class discussion on the article.
Strategies
Here is some information regarding strategies for the SIOP Lesson plan model!
Mnemonics
-A memory system to help students remember how to spell challenging words
-Example: BECAUSE – Big Elephants Can Always Understand Small Elephants
SQP2RS
Instructional framework for teaching content with difficult texts. Have students complete the following steps:
-Survey – students preview texts. They are given approximately one minute to scan the text and look for key concepts they think they will learn.
-Question – In groups, students will generate questions they think the reading will answer.
-Predict: in groups, or as a class, predict key concepts.
-Read – Read the article. While reading, students will look for answers to above questions.
-Respond – Answer the questions
-Summarize – can be done in multiple ways both orally and in writing. You can also add vocabulary, if you think it’s necessary. Download a full color poster set for SQP2RS here.
GIST
Summarization procedure. IT helps students make sure they “get the gist” of the martial. Acronym for Generating Interactions between Schemata and Text.
-Together students and teacher read a section of text
-After reading, individually or in groups chose the most important words or concepts.
-Write a few sentences, without the text, using as many of the important words and concepts as possible.
-Move onto the next section of reading, repeat steps
-After completing the entire reading, write a topic sentence to precede the summary sentence. You can also make into a summary paragraph.
Rehearsal Strategies
-Verbatim recall of information.
-Examples are flashcards and visual aids
-Graphic organizers
-Representation of key concepts and vocabulary visually
-Comprehension strategies
-Prediction, self-questioning, monitoring, determining importance, and summarizing.
Verbal Scaffolding Activities
-Paraphrasing
-restating a student’s response in order to model correction English usage
Using Think Alouds
-Models of how effective strategy user think and monitor their understandings
-“When I am preparing to read a chapter or article, I ask myself ‘What is the main concept I am supposed to learn here?’”
Reinforcing Contextual Definitions
Example: “Aborigines, the people native to Australia, were being forced from their homes.” The phrase, “The people native to Australia” provides a definition of the word Aborigines within the context of the sentence.
Providing correction pronunciation by repeating students’ response
-By enunciating carefully and clearly, students have another opportunity to hear words said correctly.
A Revision of Bloom's Taxonomy of Educational Objectives
- Reminder (Knowledge)
- Recognizing
- Recalling
- Understand (Comprehension)
- Interpreting
- Exemplifying
- Classifying
- Summarizing
- Inferring
- Comparing
- Explaining
- Apply (application)
- Executing
- Implementing
- Evaluate (Evaluation)
- Checking
- Critiquing
- Create (Synthesis)
- Generating
- Planning
- Producing
To download a template to help you write Higher Order Thinking Skills (HOTS) questions, click below.Talking Drawings
The teacher will have a worksheet or blank pieces of paper for the students to draw on laid out and ready before class beings. After the sheets have been passed out, he or she will explain to the class that they are to draw about the topic. They are to draw what it looks like, how and why it happens and what happens to the environment aftermath, Students are to work on their own and create their own drawings. The teacher should make sure that the students understand that the quality of their pictures do not have to be outstanding and full of detail, but they must be able to explain what they have drawn. After reading about the subject, the students are to draw another picture about it, making sure to include all of the same criteria as before and this time correcting or adding to what they learned. Then, the students will write a short reflection about the differences between their drawings. Afterwards, they will share their drawings with the class just as they did before and explain how they changed their pictures.
SPAWN (Special Powers, Problem Solving, Alternative Viewpoints, What if, Next)
The teacher selects an article for the class to read on the subject that is being taught. The students read the article on their own once they receive a copy of it. Once they are all done reading, the teacher breaks up the class into small groups and give each group a worksheet. He or she then explains what they are to do and gives the class a few minutes to work on them. After the sheets are all filled out, the groups share what they have written with the class and have a class discussion on the article.
For activities related to Strategies, Click Here.
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